摘要：AbstractThe article analyses the existing system of educators’ qualification improvement in Lithuania and that, having performed a series of scientific research, the following negative features have been identified: absence of a national strategy of qualification development, doubling of activities among different institutions, poor quality control of events for qualification development, disagreeing interests of teachers and school administrations in the area of qualification improvement, and not purposefully used resources for qualification improvement. It became clear that if a different approach to qualification improvement is not be implemented in the Lithuanian education system, it will be difficult to expect essential qualitative changes in this area.Therefore in 2010 the Ministry of Education of Lithuania decided to have a systematic look on educators’ qualification development and, having created a model for educators’ qualification improvement, to change the approach. Thus two models were created – of delegated responsibility and of assumed responsibility.The article analyses the process of model design and their integration into the Lithuanian education system.
